From Mothering to Othering: Organization, Culture, and Nap Time in a Japanese Day-Care Center

system of formal education, usually preschools. Comparatively speaking, however, Japan presents something that is especially problematic in this regard. Shields (1989) suggests that because of the intense indulgence ofJapanese mothers, many observers are mystified by the relative ease of transition of pupils from the highly charged home context to the fully demanding classroom environment. Lewis (1989:140; see also Peak 1991:186) asks about the ways in which "indulged," undisciplined toddlers become attentive, well-disciplined schoolchildren in large classes where subordination of personal needs to group goals is often the dominant norm. Tobin et al. elaborate further by noting that